Didactic sequences for learning Calculus supported with technology

Abstract

In the teaching-learning processes of mathematics, there is interest in improving learning outcomes. There are studies that indicate that the use of software helps, but it requires a well-planned didactic proposal and strategies different from the traditional way. This article proposes a scheme of didactic sequences for mathematical modeling. The resolution of practical and contextualized cases are proposed as a primary activity that must be carried out individually and collectively, since it encourages meaningful learning. It is shown that it is possible put into operation novel, attractive and innovative teaching practice strategies in high school. Are described the implementation of the use of software and a strategy with contextualized cases.